ETC 447 Blog Phase III: Comprehensive Reflection
Standard 1: Facilitate and Inspire Student Learning and Creativity
- promote, support, and model creative and innovative thinking and inventiveness.Throughout the entire semester of ETC 447 we worked to create lesson plans that integrated effective use of innovative technologies. Each of three lessons taught different content and utilized different digital resources. This process was so valuable because with the writing of each lesson we were also required to teach the lesson. Only in teaching my written lessons was I able to really see what I missed, what was not going to work in the classroom, and what was a good idea to integrate into a real world classroom. Even going through the process of having 'student' get to a planned online resource was a lesson in itself. I will definitely use this tool, having students try their creations, because the 'doing' promotes greater creativity and innovative thinking and ultimately provides essential learning.
- engage students in exploring real-world issues and solving authentic problems using digital tools and resources. As students we explored a few real world issues when we researched digital issues plaguing education and technology use. We used digital resources to plan and organize a debate using our research and then engaged in a debate. The process was really informative and brought to light the many issues effecting technology when it comes to making it fair and available for all students' success. A debate provides a platform for discussion outside of what one might ordinarily believe. I was forced to research and possibly argue for a position that was outside of what I personally believed, but the process gives great insight and greater understanding of why there are so many issues with integrating technology in education.
- promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. The creation of a blog and Wiki in ETC 447 allowed us as students to reflect on and share our experience and learning in technology. When sharing and viewing each other's digital reflections great learning took place and I was able to see what others had learned and apply it to my own lesson planning.
- model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. The Google Drawing application was used to create concept maps interactively. Who new that students and colleagues and anyone can collaborate on a live document? Using any google applications edits and revisions can be made and immediately seen by all contributors. We used these resources in class many times and even collaborated on projects in other classes this semester using Google Slides and Google Docs.
Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments
- design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. I have learned so much in ETC 447 that I've grown confident to share technology resource ideas at the elementary school where I work. The fourth grade team was recently struggling to fit in all the steps of building an adobe pueblo model for their Social Studies unit. Rather than build a physical adobe pueblo model I shared and suggested that students could use a digital quiz resource or digital building resource to construct an pueblo model. http://www.ballard-tighe.com/eaweb/interactiveonline/activities/ea1_1.swf I really feel like the learning and "different thinking" I've acquired puts me at a great advantage for getting into the classroom and ultimately making a great difference in the successful learning of my students.
- develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. During the semester, we were asked to create our own self assessments using Google Surveys. This enables us to be active participants in managing our own learning and making modifications to make future lessons more successful. We as students were asked to complete the survey to assess our classmates and their lessons. Our instructor was given access to the responses in the same way that we would as teachers for our students some day. This is a great tool to monitor student progress and keep them accountable to themselves and their classmates.
- customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. The use of technology and digital resources provides natural and seamless differentiation to customize and personalize learning. A speech to text application such as is just one way that learning is made available to those who might not have access otherwise. Math practice is made available to students at their level and progresses in an individualized manner through applications like Kahn Academy. This resource has been invaluable for my own practice as a student and helped me to pass my NES exams.
- provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. EduCanon is a digital learning and assessment resource that can be used to monitor student learning and keeps a formative log of data to be used for students, parents, and administrators. Linoit is a "sticky note" application that allows students to freely respond to learned content without minus the self-conscious feeling of speaking in class. Teachers benefit from these types of tools because the response is immediate, settings are flexible, results are digitally logged for reference, and they are a summative tool for reflecting what was learned.
- demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. This semester I gained a greater understanding of how quickly technology changes and how important it is to stay educated with current information and resources. Even in conversation with colleagues at my elementary school, my newly learned knowledge surpasses some who've graduated with a Masters in Technology just last year. Equally important is passing that knowledge on to the students in the classroom. They need to be taught how to use the newest technologies even if it's just an introduction.
- collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. Remind (formerly Remind101) is a safe, free way for teachers to text message students and keep in touch with parents. These types of digital tools make communication effortless and heighten the success of students. I saw Remind used in my practicum classroom and it works really well to remind students of upcoming assignments. Remind texts can be used to send messages directly to parents and students on the devices they use most often, phones.
- communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. Professor Allman's creation and maintenance of a class wiki is a testament to effective communication and collaboration using digital tools. I can see how students, peers, parents, and community members benefit from a current website because it facilitates an agenda, a schedule, organization, and communication between all involved.
- model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. Professor Allman introduced us to AZDash, which is a digital dashboard for Arizona teachers tracking progress data on standardized assessments. This can be an integral tool in learning about and planning for incoming students. With digital availability to assessment data teachers can plan more effective lessons meeting the needs of her students immediately rather than spending time on formative assessments.
Standard 4: Promote and Model Digital Citizenship and Responsibility
- advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Plagiarism has always been an important lesson for students and educators, however in the current digital age it is especially important because of the ease of copying information directly from digital research resources. As an elementary or middle school teacher it important to start teaching respect for copyright and intellectual property early. Something as simple as copying the Url onto a document from which you've found information is a skill that students can learn early. As students get older applications such as 'Turnitin' can be used to scan students work and compare it to intellectual property available on the internet. Using this type of tool keeps students accountable for appropriate documentation and publishing their own work likewise makes them realize the importance of respecting work that is theirs.
- address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. During our debate in class about issues plaguing education and technology use in the classroom I realized just how big an issue providing equitable and appropriate access to digital tools and resources is. The elementary school in which I work has implemented a 'Bring Your Own Technology' plan where students after having a permission form signed are able to bring their own device to school to use for educational purposes. This plan has worked effectively to provide all students access when learning how to use a simple tool like dictionary.com to look up vocabulary words. I observed this lesson in a fifth grade classroom and not only were all the students actively engaged, but the lesson naturally integrated digital etiquette and responsible social interaction.
- promote and model digital etiquette and responsible social interactions related to the use of technology and information. I will promote and model digital etiquette and responsible social interactions related to technology and information by exposing my students to as much technology as I can. The classroom setting is a 'safe' place for students to use and practice with technology under observation and with modeling. I observed a lesson in my practicum classroom where students were using dictionary.com to look up vocabulary words, but learned all about why resources like dictionary.com are available to everyone free of charge. The students were exposed to all types of ads even some with somewhat inappropriate images, but with the teacher modeling appropriate behavior, her constant and attentive observation of their research, and a class discussion about what those ads were for, the students moved on to the task at home with a greater understanding of the tools they were using and greater knowledge of appropriate behavior when using technology.
- develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. Skype Education is a tool I had no idea about prior to this class. This tool for communication with other classrooms and colleagues outside of your classroom and all around the world. For teachers, Skype Education serves as a tool for professional development and collaboration resource for lesson planning. Teachers can share content, view video examples, have live meetings to discuss technology use, and even cross oceans to see what is happening at schools across the world. Students benefit from a resource like Skype Education because they are given the opportunity to learn about other cultures, experience like content in a place other than their own backyard, and communicate live with other students like or unlike themselves.
